Research studies show that students in Hong Kong do not read widely enough, nor read for enjoyment, even in Chinese. When the SBA component was developed, it was thought to be a good opportunity to encourage students to read more: it is obviously much more difficult to assess an extensive reading scheme via an examination. It is highly suitable, therefore, to include the extensive reading scheme as a foundation for the SBA.

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If schools have not already established an extensive reading scheme, they have two jobs to do rather than one. Schools that already have an extensive reading scheme need only fine tune and build in the school-based assessment component. If students are being introduced to an extensive reading scheme for the first time, teachers can use a class reader to model the whole process, such as teaching students how to keep a log book, and showing them the kinds of questions that they could ask each other about their reading. Teachers can then move from the common experience of a class reader to setting up something like a reading circle where there might be a number of texts available to the class, with a group of students encouraged to read the same text so they can support each other. Teachers can then ask the students to report on their progress with reading their texts at regular intervals. Every now and then, teachers can mix the groups up, putting students in small groups where they have all read a different text - not for assessment purposes, but to sustain their motivation, develop their speaking skills and check whether they have done their reading. Alternatively, teachers might ask students to watch a film or choose their own film in groups and then come back to discuss it. For students who are not used to reading extensively, a documentary or film may be a better text to start with, because it may be more accessible and interesting to them.

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Students should keep a log book that reports very briefly their reading/viewing activity and any questions or responses to the texts. Initially, teachers might want to collect a sample – e.g. a few each week - of what students are writing to check they know what to do. Alternatively, students can enter their reading record on a wall chart in their classroom. The log book entries can be just one or two lines, not a long report, but they should tell teachers whether students like a text or not, and show how often they are reading.

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Students should keep a log book which can serve as evidence that they have done some reading/viewing. Some students will read every single page; others will skim through the book and skip chapters, and they may give up at the end. It is better not to assess students on a book that they did not like, unless they are very passionate about why they did not like it and why they did not finish it. However, the purpose of the assessment is to assess the speaking ability of the student, not whether he/she has read/viewed a text. Teachers can assign other work based on the texts if they want to ensure that their students have done the reading/viewing, although that will not form part of the SBA mark.

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It is not necessary to formally assess or grade the log books. The purpose of the log books is to serve as evidence of students’ reading/viewing activities and as a record of their personal reflections and comments.

Teachers should collect the log books and utilise the students’ comments and reactions to the texts during assessments. This allows teachers to ask questions that are relevant to the students’ reading/viewing experiences, thereby enriching the assessment process.

While log books do not require formal marking, they serve as a valuable resource for both teachers and students. They facilitate deeper understanding of the content and promote meaningful interactions related to the assessed material. Overall, log books play a significant role in supporting students’ learning journey and fostering a comprehensive understanding of the subject matter.

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